The problem addressed in this study was to understand how preservice teachers documented and communicated learning via working eportfolios to demonstrate reflective practice in a teacher education class. The purpose of the study was to use mixed methods to understand how preservice teachers document and communicate their learning in working eportfolios and for reflective practice, to understand if the use of visual imagery supports them in demonstrating their competency in a teacher education course. Because education now occurs in a technology-rich learning environment, visual imagery can chronicle learning and teaching experiences. This descriptive study was conducted in a teacher education classroom at a large state university in the southeast. The study focused on individual teachers who completed electronic portfolios as part of their clinical research, showing how they have used and implemented visual imagery and visual tools for assessment in their eportfolios. This study looked at preservice teachers' perceptions of using visual imagery in teaching and learning. Specifically, the questions asked were: 1) What are the most important attitudes and perceptions of preservice teachers that influence their use of visual imagery in eportfolios for reflective practice? 2) What are the differences in teachers' attitudes and perceptions towards use of visual imagery in eportfolios for reflective practice? 3) How do preservice teachers use visual imagery to structure eportfolios and illustrate evidence of reflective teaching and learning practice within their teacher preparation program? 4) How do preservice teachers describe how visual imagery supports or constrains reflective practice? 5) What are the preservice teachers' attitudes and perceptions of the technology challenges of using visual images in their electronic portfolios to support reflective practice? This study also addressed new teacher evaluation and professional growth implementation scheduled to launch in Georgia during the school year 2014-2015 (Georgia Department of Education, 2012). In the 21st century, many teacher education faculties will become reliant upon eportfolios for evaluations. The current study aligns with the newly adopted effectiveness system for teacher evaluation and professional growth, a part of the (2012) Race to the Top Initiative (RT3), in Georgia, and includes the Teacher Keys Effectiveness System (TKES). This three-phase study employs mixed methodology including survey questionnaires, post-survey interviews and document analyses of eportfolio artifacts; data sources include electronic portfolio documents. Descriptive statistics, including frequencies, means, and standard deviations were used in the survey analysis. Open coding methods were employed for the interview analysis. Rich visual descriptions and examples are included of the preservice teachers' eportfolios that support evidence of visual representation. These outcomes identified the most important influences and differences using visual imagery and visual tools perceived by the preservice teachers. Factors relating to challenges and how visual imagery and visual tools supports and constrains reflective practice are also identified. These outcomes indicated that visual imagery and visual tools can be used in the classroom to increase and support student engagement and communication during the learning and teaching process. The perceived influences regarding influence of visual image use include discussions of 21st century tools used as part of reflection in eportfolios. Findings may support 21st Century Teacher Education programs that use or anticipate using electronic portfolios for reflective practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]